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Main Idea using Top Down & Bottom Up processing
A2 level


In this lesson students will learn how to find the main idea and details using tools such as sub skills like top down and bottom up processing to active schemata to help them from adapted texts.


Abc pictures
Abc Grouping words
Abc Test 1
Abc Test 2

Main Aims

  • By the end of the lesson, students will be better able to find main idea and details in sentences and short texts for greater comprehension.

Subsidiary Aims

  • To help students use topic and supporting details and write a short text.


Warmer/Lead-in (2-3 minutes) • To set lesson and help students identify the topic and engage students

T shows several pictures and elicits from Ss what the picture is about.

Test #1 (6-8 minutes) • To gauge students' prior knowledge of the target skill

1) T will hand out each student a short text. 2) T will ask the students to read it and find the main idea and two supporting details. 3) Ss will have a few minutes to read and write their answers on the sheet of paper.

Teach (15-20 minutes) • To clarify areas of the skill where students had difficulty in the first test stage

1) T shares his computer screen showing Test 1 and choosing random Ss and eliciting their answers to check, corrects errors by eliciting from the students. 2) T explains: the main idea is the "key concept" being expressed. Details, major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. -Locating the topic, main idea, and supporting details helps you understand the point(s) the writer is attempting to express. -Topic: is a person, thing or idea in the sentence or paragraph -To figure out the main idea, ask yourself this question: What is being said about the person, thing, or idea (the topic)? -The author can locate the main idea in different places within a paragraph. The main idea is usually a sentence, and it is usually the first sentence. The writer then uses the rest of the paragraph to support the main idea. 3) T shows shows a sentence and asks Ss what is the sentence about. School is a fun place. 4) T explains that school is the main idea and a fun place is the detail about school. 5) T explains that the school principal has shared with us some school announcements that we need to find the main idea and the supporting details. Examples: *Today’s lunch is delicious! We have pizza, a green salad, chocolate milk and peach halves. *Mr. White, the physical education teacher is sick today, he won't be able to teach his class. *Congratulations on the soccer team’s victory, the score was four, one. *Saturday’s football game has been changed to Sunday due to the snow.

Test #2 (8-10 minutes) • Check students' use of the skill again and compare with the first test

1) T will use content schemata to activate the students schemata: T will ask Ss if they have ever given their younger siblings clothes that doesn't fit them any more or maybe received? Have they ever been cold and had nothing to cover up other someone else's clothes? Have they ever ben laughed at? How did that feel? What is something that they love to do and they are good at? T will use contextual knowledge to talk about specific situation 2) T will talk about the weather in Russia and the people's need. 3) T will hand out each student a short text. 4) T will ask the students to read it and find the main idea and two supporting details using the skills previously taught. 5) T will have a few minutes to read and write their answers on the sheet of paper.

Free practice (13-15 minutes) • To provide students with free practice of the target language

1) Provide students with a list of words from three categories, have students cut and organize those words into groups, and then have them come up with an appropriate title for each group. 2) Students choose one category and write a short text including main idea and supporting details.

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